Wt5912 2012 u0-w1

WT5912
TECHNOLOGY EDUCATION &
WORKSHOP PRACTICE 2:
MATERIALS AND CONSTRUCTION
Spring Semester 2012
Department of Design & Manufacturing Technology
Lecturer/Teacher: Mr. Joseph Lyster
Technical Support: Mr. Joe Murray
Lecture Notes: www.slideshare.net/WT4603

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Introduction:

 Lecturer: Joseph Lyster
 Teaching Assistant: Joseph Lyster
 Senior Technicians: Joseph Murray, Richard Hennessy & Louise Madden
 Lab Groups: 2A
 Courses Involved: Grad. Dip. In Technology Education
 Lecture Times: Friday 4-5pm in SR2029….Be on time!!!
 Lab Times: Monday 9-12/Tuesday 3-5pm
 Lecture Notes: Available @ www.slideshare.net/WT4603


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Introduction:
Aim & Objectives
The overall aim of this module is to prepare you for the role of teaching, learning
and assessment of second level leaving certificate Construction Studies.

Affective Domain:
To motivate and foster your moral development as a teacher of Construction Studies
with emphasis on critical pedagogy and practice, i.e. health & safety, through the
integration of previous knowledge and methods of reflective inquiry

Cognitive Domain:
To draw on the learning obtained from your pervious qualifications to support the
development of your knowledge, comprehension and application of both theoretical
and practical elements of Constructions Studies

Psychomotor Domain:
To foster your ability to plan, develop and demonstrate practical processes and
techniques through organised teaching and learning activities in the Construction
Studies setting


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Introduction:
Assessment…
• 80% Laboratory Work
• 20% Written Exam
• Machines Exam/Day Practical Exam/Lab Booklet (Pass / Fail Basis)
• Note:
• Students must pass all assessment elements to obtain a pass
in the module.
• Students that fail the practical machines exam and repeat
exam will automatically fail the entire module.

• Refer to module guide for detail*


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Construction
Studies


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Construction Studies
Brief History
Details:
 Construction Studies (C.S.) was established in 1984 and was first
introduced to vocational schools
 It is a second level senior cycle subject and a follow on subject from
junior certificate Materials Technology Wood (MTW)
 It is part of the ‘established leaving certificate’ programme
 The subject is optional, meaning students can choose to study it if they
wish.
 It is offered in most schools but not all.
 It offers a broad range of learning involving both theory and practical.
 In terms of its assessment, it is offered at both ordinary and higher level
 The uptake in C.S. has continued despite the collapse of the Irish
Construction sector/Industry.
 This can be largely attributed to the learning experience on offer and
the respect for teachers of C.S.


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Construction Studies:
Aims & Objective


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Assessment


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The Theory…
Theory/Drawings:
 General – Planning, sustainable development, health and safety etc…
 Substructure – Foundation types, rising walls, floors, radon, DPC, provision etc…
 Superstructure – External Walls, windows, doors, roofs, dormers, chimneys, etc…
 Internal Construction – Internal walls, floors, partitions, second fixings, doors, etc…
 Services and External Works – Mechanical services, electricity, wastewater treatment,
sewage, etc…
 Heat and Thermal Effects In Buildings – Construction type, Insulation, material
conductivity, air tightness etc…
 Illumination In Buildings – Natural Light, glazing, LUX, heat transfer, dwelling orientation
etc…
 Sound In Buildings – Insulation etc…


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The Practical…
Practical:
 Tools
 Maintenance and care of tools
 Uses, construction and mechanical principles
 Health & Safety
 Processes
 Construction of joint types used in partitions, floors, stairs, roof,
structural timbers, doors, window frames, box and carcase
construction.
 Laminating board material
 Correct use of manufactured board
 Storage of materials, knowing properties of wood.
 Ability to effectively plan a cutting list, use of jigs clamps etc…


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Coursework & Projects…
Coursework

Projects


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Coursework & Projects…


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Current Trends
 Though the theoretical areas/principles of the subject remain
the same there has been a significant change in the process of
building.
 This is currently being assessed in the leaving certificate exam,
which is set by the State Examinations Commission (SEC).
 The subject has engendered a strong theme for economic, social
and environmental building performance, i.e. sustainability.
 A few years ago the subject was to receive a formal update
including a revised syllabus and new name –Architectural
Technology.
 However, the current economic climate and the issue of funds to
support the broader range of development in the technologies
has resulted in this plan being shelved until a future date.


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HEALTH & SAFETY


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Health & Safety Management
• Section 8(2)e of the 2005 Act states that it is the duty of every employer
“to provide systems of work that are planned, organised, performed and maintained
so as to be, so far as is reasonably practicable, safe and without risk to health.”
• Health and safety management is a practical and systematic approach to identifying
hazards and evaluating the extent of associated risk


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Unsafe Workplaces
Can be identified by:
▫ High accident/injury rates.
▫ Poor machinery guarding.
▫ Poor cleaning and housekeeping arrangements.
▫ Limited interest of OHS by employers/management.
▫ Lack of care/respect for safety rules.
▫ Poor safety culture.


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Safe Workplaces
Can be identified by:
• Regular inspection of workplace
• Consultation between employer and employees.
• Clearly defined structure of responsibilities….
• Employees are trained…
• Exceeds the specific requirements of the law –
manages safety not for fear of being reprimanded but
for the employees.


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Safety Management
The Key steps of any Health & Safety Management scheme are:

1. Policy
2. Hazard identification
3. Risk Assessment
4. Control Measures.
5. Recording Findings (Safety Statement)
6. Monitoring, Review and Auditing


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Required Reading


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The Safety Management Process


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Health & Safety Policy


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More information can be found by
consulting manufacturer’s manual

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Health & Safety at Work Act 2005

Pg. 30 of Health &
Safety at Work Act
2005


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Identify Hazards (Hazard Identification)


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Common Machinery/Mechanical Hazards


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Wrap Point: (Entanglement)


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Shear Point and Cutting Hazards


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Crush Points


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Ejection Hazards


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Other Hazards


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Hazards


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Classroom Risk Assessment:
• You will need to develop a template for your lesson
risk assessment.
• Strategies will need to be developed to:
 Reduce or eliminate risk
 Demonstrate safe use of machine(s)
 Teach key learning points relating to machine or process
 Assess and record pupil learning and competence
 Ensure adequate supervision of activities


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Room Layout


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Room Layout


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Assess Risk (Risk Assessment)


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Risk Magnitude


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Risk Assessment


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Difference Between A Hazard & Risk
• Hazard
• means anything that can cause harm (eg
chemicals, electricity, working from ladders,
etc)
• Risk
• is the chance, high or low, that somebody will
be harmed by the hazard.


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Hierarchy of Risk Control
A. Eliminate the Hazard Completely.
B. Substitute Hazard with a safer alternative.
C. Isolate the Hazard.
D. Use engineering controls to reduce risk at the source
(Guarding).
E. Provide training on how to avoid risks.
& if all that fails…
F. Use PPE.


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Importance of being able to Assess Risk


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Risk Assessment Considerations
• Consequences
▫ Minor Injury/Ill Health ( minor cuts, abrasions etc.)
▫ Injury/Ill Health (burns, sprains, minor fractures etc.)
▫ Serious Injury/Ill Health (breaks, deafness etc.)
▫ Major Injury/Ill Health (amputations, cancer, multiple breaks
etc.)
▫ Fatality (one or more fatalities)


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Factors Effecting Likelihood & Occurrence
Individual Factors
▫ Knowledge ▫ Motivation
▫ Skills ▫ Risk perception
▫ Training ▫ Mental condition
▫ Experience ▫ Physical condition
▫ Attitude ▫ Accident proneness


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Factors Effecting Likelihood & Occurrence
Task factors
▫ Condition of ▫ Emergency
equipment/tools arrangements
▫ Maintenance regime ▫ Training/ information/
▫ Guarding/hazard instruction
controls ▫ Supervision
▫ Workload ▫ Communications
▫ Patterns of work ▫ PPE


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Factors Effecting Likelihood of Occurrence


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Risk Magnitude Matrix


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Which Poses the Greatest Risk?


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Risk Magnitude Matrix


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Risk Assessment Template
RISK ASSESSMENT
Location: SR2-047 Date: 24-09-2010 Assessment Carried out by: Mr. Joe Lyster
Assessment of: PILLAR DRILL CE Marking (Machines): Yes □ No □
Page 1 of 1 Assessment Review Date: 24-09-2010

HAZARD RISK MAGNITUDE PERSONS AT RISK EXISTING CONTROLS REQUIRED CONTROLS PERSONS RESPONSIBLE TARGET DATE

Weekly etc…


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RISK ASSESSMENT
Assessment of: PILLAR DRILL CE Marking (Machines): Yes □ No □


1. Entanglement
2. Violent Ejection
3. Piece Spinning
4. Electric Shock
Hazards
5. Cuts
6. Inadvertent
Starting
7. Space around
Machine
8. Tripping/Slipping
9. Pinch Point
10. Falling Table
11. Noise Levels
12. Crushing


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SEVERITY
1. ENTANGLEMENT
Slightly Moderately Quite Very Extremely
Harmful Harmful Harmful Harmful Harmful

Highly
Trivial Tolerable Tolerable Moderate Moderate
Unlikely
LIKELIHOOD

Quiet
Tolerable Tolerable Moderate Moderate Substantial
Unlikely

Likely Tolerable Moderate Moderate Substantial Substantial

Quite
Moderate Moderate Substantial Substantial Intolerable
Likely

Highly
Moderate Substantial Substantial Intolerable Intolerable
Likely


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SEVERITY
2. VIOLENT EJECTION

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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SEVERITY
3. PIECE SPINNING

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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SEVERITY
4. ELECTRIC SHOCK

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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SEVERITY
5. CUTS

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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6. INADVERTENT
SEVERITY
STARTING Slightly Moderately Quite Very Extremely

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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7. SPACE AROUND
SEVERITY
MACHINE Slightly Moderately Quite Very Extremely

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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SEVERITY
8. TRIPPING/SLIPPING

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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SEVERITY
9. PINCH POINT

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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SEVERITY
10. FALLING TABLE

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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SEVERITY
11. NOISE LEVELS

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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SEVERITY
12. Crushing

Highly
Unlikely
LIKELIHOOD

Quiet
Unlikely


Quite
Likely

Highly
Likely


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RISK ASSESSMENT
Assessment of: PILLAR DRILL CE Marking (Machines): Yes □̷ No □

1. Entanglement Intolerable User of Machine Securing Clothes/Hair Chuck Guard Teacher/Students 24-09-2010

2. Violent Ejection Moderate All in Class Spring Loaded Chuck Chuck Guard Teacher/Students 24-09-2010

3. Piece Spinning Moderate All in Vicinity Clamp Correct Clamping Teacher/Students 24-09-2010

4. Electric Shock Inspection of Regular Inspection of Teacher/Students
Moderate User of Machine 24-09-2010
Hazards Equipment electrical components

5. Cuts Exclusion zones
Moderate User of Machine Training marked clearly in Teacher/Students 24-09-2010
relation to work area

6. Inadvertent Lock isolator in the off
Lockable Isolator Teacher/Students 24-09-2010
Starting Moderate All in Vicinity position when not in
Switch
use

7. Space around Safe work area
Teacher/Students 24-09-2010
Machine Substantial User of Machine Nothing exclusion zone marked
around machine

8. Tripping/Slipping Moderate User of Machine Nothing Sign posts Teacher/Students 24-09-2010

9. Pinch Point Substantial User of Machine Nothing Chuck Guard Teacher/Students 24-09-2010

10. Falling Table Pillar Post Lock
Moderate User of Machine Correct Locking/Clamp Teacher/Students 24-09-2010
Handle

11. Noise Levels Trivial All in Class Nothing PPE & Sign posts Teacher/Students 24-09-2010

12. Crushing Intolerable All in Vicinity Nothing Secure Fixing Teacher/Students 24-09-2010


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CLASSROOM
MANAGEMENT:
Health & Safety…


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Supervision & Access
• Students should only work in a high risk area when it is fully
under the control of a person competent to work in and
supervise that area.
• Close monitoring of students using machinery.
• Students must not be permitted to use equipment while
unsupervised.
• It is the responsibility of the schools to ensure that the
machines are not accessible to unauthorised persons
▫ Cleaners
▫ Visitors
▫ Unsupervised students.

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Supervision & Access


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Exclusion Zones
• An assessment of each workshop
should be carried out in order to
determine the safe operational
area around each machine.
• Hard wearing and clearly visible
markings should be set down on
the floor to indicate these safe
operation areas.
• If necessary, machines should be
moved to accommodate this safe
operational area.


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Emergency Isolators and Emergency Stops


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Start/Stop
• Are there appropriate start / stop controls ?
• Location
• Colour
• Flush mounted
• Mushroom head
▫ Turn release
▫ Key release


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Start/Stop

Stop control must have
priority over the Start
control.

Start Control
 Flush
 Recessed

Stop Control
 Mushroom Head
 Push Bar


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Emergency Stop
Some machines may have two stopping
devices.

Hand Operated

Foot/Knee Operated


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Material Preparation


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Guarding
Machine guards must:
▫ Be of robust construction.
▫ Not give rise to any additional hazard.
▫ Not be easily removed or rendered inoperative.
(Removed with the use of a tool)
▫ Be situated a sufficient distance from the danger zone.
▫ Not restrict more than necessary the view of the operating cycle of the
equipment


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Lighting


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Push Sticks


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Maintenance of Machinery


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Preventative Maintenance


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Maintenance Records


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Inspection of Machinery


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Inadvertent Starting


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Machinery Rundown Time


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CE Mark

The CE Marking is not a mark indicating conformity to a standard but rather a mark
indicating conformity to the legal requirements of EU Directives.


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CE Mark
• CE Marking is the symbol as shown on the top of
this page.
• The letters "CE" are the abbreviation of French phrase
"Conformité Européene" which literally means
"European Conformity".
• The term initially used was "EC Mark" and it was
officially replaced by "CE Marking" in the Directive
93/68/EEC in 1993.


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CE Mark

• Machinery must bear the “CE” mark in order to be
deemed in compliance with these regulations.
• Must not add to machinery – must be there… criminal
offence to try to add it.
• Also an offence to reduce the visibility of the “CE”
Marking on a machine.


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CE Mark

The existence of the
“CE” marking on a piece
of machinery should
indicate that its
manufacturer has met
all relevant standards
and requirements.


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CE Mark
Never assume
that machinery
is safe just
because it has a
“CE” marking


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Emergency/
Mandatory/
Permission
Action

Regulatory/ Warning/
Prohibited Caution-
Danger


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Surface Planer


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Surface Planer
1 Guide Fence

2 Infeed Table

3 Isolator

Infeed Dept Adjustment
4
Wheel

8 5 Start/Stop Control
2
Infeed Adjustment Lock
6
Handle

7 Blade Guard

Blade Guard
8 Clamp/Release
Mechanism

9 Outfeed Table

Guide Fence
10
Adjustment Wheel

11 Guard Guide

Guide Fence Lock
12
Handle


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Step 1:
Isolate machine

Step 2: Squaring guide fence
•Set up surface planer guide fence @ 90⁰ to
table surface
•Note infeed and outfeed table.
•Square to infeed using right angle square.
•Use red lock handles to open and adjust fence.
•Lock gently when fence is perpendicular to
infeed table.

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Step 3: Setting infeed dept
•This machine is calibrated in metric. Infeed Infeed
•Maximum recommended material removal
is 1-2mm/pass
•Dept stop to be set at 2mm
•Open infeed lock handle
•Turn wheel to left to drop table to 2mm
•Lower you drop, the more the planer
cutting block is exposed
•Close infeed lock handle when required
dept is achieved.
•* Do not adjust outfeed table level, this is
for maintenance purposes only*


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Step 4: Setting the guide fence width
•Minimum blade exposure
•Width of material + 10mm is recommended
•This results in 10mm blade exposure - Safety
•Adjust lock handle to wind in or out guide
fence
•Lock in appropriate position


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Step 5: Guard adjustment
•Guard set for face side = handle up – 10mm
blade exposure
•Guard set for face edge = handle flat – no
blade exposure


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Step 6: Material Inspection
•Inspect material for the following defects
•Cupping
•Bowing
•Twist
•Knots
•Loose grain
•Example - if material is bowed, set the bowed
face to the surface planer table surface and
process. Material should never be run through
hump side down.


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Step 7: Determining face side and face edge
•Use machine surface to check square
•Select appropriate face side and face edge
based on inspection
•Preliminary surface marking using an ‘X’ with
no less than a HB pencil
•Ensure extraction gate valve is open and
extraction is on
•Proceed to plane material – face side and face
edge only! Gate Valve locate on extractor pipe
just above surface planer

X X

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Step 8: Planing face side
•Material position Dept of Hand Dept of Hand
•Hand positions

Ensure Guard Guide is in a
vertical position to plane
face side


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Note Hand Positions in relation to material


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Step 9: Planing face edge
•Material position Dept of Hand Dept of Hand
•Hand position
Ensure Guard Guide is in a
horizontal position to plane
face edge


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Note Hand Positions in relation to material

Split second blade Exposure
Blade guard flat onto table


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Thicknesser


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Thicknesser
1

1 Extractor Pipe

2 Control Panel

3 Adjustment Lever

4 Thicknesser Bed


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Delta Switch
Stop/Start
Lab sequence – Thicknesser Twist Release
Stop
Step 1:
1. Unlock twist release stop mechanism
2. Press green button to start
3. Allow machine to build up, this can be determined by
noise consistency
4. When noise is consistent flip delta switch to on position
5. Feed rate, i.e. Speed at which material is passed, is set.
6. Adjust table height as required
7. Feed material as directed Display Panel

Thicknesser Bed
Adjustment
Feed Rate
Control
Control


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Step 4: Rip Saw


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Step 4: Rip Saw

1

2

5

3

4

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Step 4: Rip Saw

4
6

4 Blade Adjustment Wheel
5
5 Power Isolator
6 Start/Stop
8 Crown Guard
9 Riving Knife

8 10 Saw Blade

9


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Step 4: Rip Saw

OUTFEED

TABLE SLILDING

TABLE


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Step 4: Rip Saw

Cross Cutting

Ripping

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Step 4: Rip Saw – Ripping Material

Mark Line across end grain:
1. Horizontal when cutting
2. Vertical when planing

#NB: Ensure correct use of PPE and push sticks are practiced.

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Step 4: Rip Saw – Ripping Material


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Refer back to your cutting list to
make sure you cut pieces to the
correct length.
After the material has been
ripped and surface planned into
correct / required sizes, you then
have to cross-cut the sections to
the required length. For this, you
will have to set up the fence on
the sliding table to achieve this.


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#NB: Ensure guards and guides are set-up and used correctly and safely.

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